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題名 | 省思科學教學--由解釋、科學解釋類型的觀點=Inspecting Science Teaching: A New Approach from Explanation and Scientific Explanation |
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作 者 | 湯偉君; 邱美虹; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 59 2010.12[民99.12] |
頁次 | 頁1-21 |
分類號 | 303 |
關鍵詞 | 功能性解釋; 科學解釋; 解釋; Functional explanation; Scientific explanation; Explanation; |
語文 | 中文(Chinese) |
中文摘要 | 「解釋」是教室中師生相互溝通彼此想法的行動。在各種解釋類型中,「科 學解釋」有其重要地位,科學解釋亦可進一步區分出四種類型。本文便試著以 解釋、科學解釋的定義和類型為基礎,提供省思科學教學的新觀點。經由文獻 探討及分析,本文認為不同類型的科學解釋,似乎代表著不同科學學科的本質。 其次,筆者發現在不同學習階段的生物科課程標準中,科學解釋類型有著不同 分佈。然而,科學解釋雖然有其權威性,但在教學現場中,並非科學教育者的 唯一或常用手段。同時,國高中生物教科書裡和實際師生教學互動過程中,常 使用的解釋類型不完全相同。筆者認為一位科學教學者,有必要瞭解解釋和科 學解釋的意義和其在科學教學中的重要性。 |
英文摘要 | Explanations are used to communicate ideas between teachers and students in class. Among all kinds of explanations, scientific explanation is usually considered as a powerful and authoritative status. Scientific explanation can be subdivided into four kinds. In the article, authors suggest a new approach to inspecting science teaching based on the definitions and kinds of explanation and scientific explanation. The differences among the kinds seem to instantiate the nature of different scientific subject. Furthermore, authors observe that the discrepant kinds of explanation distribute in different stages of biology curriculum standards. However, in spite of its predominance, scientific explanation is not the dominative presentation in actual teaching fields. Also, authors find several differences about explanations between textbooks and actual practice in science class. Authors argue that science education researchers should make conscious of “scientific explanation” and “explanation” can give some significance for science teaching. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。